The Preservice Teacher and Technology

Preservice (interns) teachers that enter into the secondary classroom today grew up in an era defined by technology.  They have never lived in a world without technology; they know all there is about technology (supposedly). Although they have been immersed in the technology world they struggle with choosing and integrating technology into their instructional practices. They have not yet developed their pedagogical practice to know that you just cannot simply choose a technology and integrate it into a lesson.  There are many more pedagogical factors involved.

This places them at a crossroads.  They know technology but become stressed on how to integrate it into the classroom and why, at times, it doesn’t work the way they envisioned.

With the increase of national technology standards (NETS) and the movement toward teaching with 21^st skills, the use of technology in the classroom is vital.  Despite the standards that have been adopted and the improvements to school technology infrastructures in K–12 institutions, preservice teachers are not always able to apply new technologies to enhance student learning, and one of the reasons cited has been insufficient exposure to new technologies in their teacher preparation programs (Angeli & Valanides, 2005; Buckenmeyer & Freitas, 2005; Koehler, Mishra, & Yahya, 2007; Niess, 2005). 

The students do take technology courses (i.e. CAT 200 at the University of Alabama) and are exposed to new technologies, may have a lesson modeled for them, but an inadequacy comes in that often they must figure out on their own how to use the technologies and how to integrate the technology into their classroom instruction.  As hard as professors try, the reality is that the required curriculum does not leave much room for the introduction and experimentation with the technology within the class time.

So, what can classroom teachers do to help the preservice teachers?  There are several tips that should prove helpful in providing support to the preservice teacher.

1. Welcome the knowledge they have.  Preservice students are already apprehensive about teaching.  They want everything to go just right and be exactly what the classroom teacher wants.  They struggle sometimes in showing their own strengths.  As a classroom teacher, you could be more open and willing to allow them to “try out” their technology lessons.
2.  Support the attempt.  As a classroom teacher, mentor.  The one thing a preservice teacher does not like to hear (in reality who does) is the phrase, “It will never work.”  Although you may have that knowledge as an experienced classroom teacher, provide the preservice teacher with constructive criticism and help them grow in confidence and ability.   You have to live and learn sometimes.
3.  Share your knowledge. Classroom teachers have a plethora of knowledge from their years of experience.  Share this knowledge with the preservice teachers.  Teach them what you know – the good, the bad, and the ugly.  Be realistic with the preservice teachers regarding your uses of technology in the classroom.  They need to know that it does not always work the way one envisions, but that learning can fail forward.
4.  Be sustaining. Choose 1-2 tools each month that the preservice teacher can learn and incorporate into classroom instruction.  By introducing and supporting the use of 1-2 tools each month you are helping build a repertoire of tools for the preservice teachers.

Yes, the preservice teachers might be digital natives, but there is so much they still have to learn regarding the TPACK method of teaching.  With the proper guidance, the preservice teachers will learn the practical skills that will enable them to successfully instruct their students in developing 21^st century skills.